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TEACHING STRATEGIES FOR EFFECTIVE INSTRUCTION IN SECONDARY

SCHOOLS OF DIPLAHAN: A FRIENDLY APPROACH IN ACHIEVING

HIGH PERFORMANCE OF STUDENTS

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A Thesis Proposal

Presented to the

Faculty of the Graduate School

SOUTHERN MINDANAO COLLEGES

Pagadian City

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In Partial fulfillment

Of the requirements for the degree

MASTER OF ARTS IN EDUCATION

Major in Educational Management

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BY:

JUDY B. EGUAC
CHEMBIE M. LADERA
October 2018
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CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Teaching and Learning, provides you with the knowledge

and skills needed to promote the success of all students by

advocating, nurturing, and sustaining a culture of learning,

designing programs that promote student learning, and engaging in

personal inquiry of a professional practice. The program

addresses best practices related to teaching-learning,

instructional planning, student achievement and performance,

curriculum development, culturally diverse learning environments,

and educational reform.

As posted in the website, http://www.ehow.com/way

5509547_seven-principles-effective-teaching.html, being an

effective teacher is much more than simply having the right

materials. Effective teaching means maximizing communication and

developing great presentation skills. While teaching involves

innumerable skills and traits, a few basic principles can be

distilled for the teacher in-training.

According to Acero (2008:115-122) effective teaching is

equated with classroom management. Where before, teachers would

make use of traditional interventions like reprimand,

suspensions, and even calls to parents, it seems such modes of

interventions have not been proven to be overall effective where

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motivating students with disruptive behavior is concerned. With

innovations to classroom management that veer away from what are

perceived to be traditional. While learning is always a two-way

track involving both the learner and the teacher, the teacher

does not assume full responsibility for his learning. However,

the fact that learning is a dual responsibility, it behooves on

the teacher to exhibit the appropriate behavior he wants the

students to emulate. On the part of the learner, efforts should

be geared toward development not only of the cognitive but

effective domain as well. It is the teachers understanding of the

critical nature of the effective domain that he can have an

effective classroom management that will facilitate learning.

According to Rivera and Sambrano (1992:29-29) as a

respected member of the teaching profession, a teacher is skilled

in the performance of his work which is concerned with the

dissemination of knowledge. If education is the transfer of man’s

accumulated knowledge through the years, then it is a teacher’s

responsibility to transmit the skills very well without

sacrificing quality, are of his influence on the learners, the

teacher is always guided by the principles of learning and the

importance of the five senses of learning. The author further

said that like other professionals, the teacher’s obsession is to

achieve a useful goal set by the Department of Education (DepEd)

and the school is to achieve academic excellence.

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As posted in the website, http://tll.mit.edu/help/what-

strategic-teaching, strategic teaching is a way of making

decisions about a course, an individual class, or even an entire

curriculum, beginning with an analysis of key variables in the

teaching situation. These variables include the characteristics

of the learners, the learning objectives, and the instructional

preferences of the teacher. Once these variables have been

analyzed, informed decisions can be made about course content,

structure, methods of assessment, and other key components.

As posted in the website,

http://education.jhu.edu/PD/newhorizons/strategies/. These

strategies are most successful when they are implemented in a

system that encourages collaboration among staff and pupils, and

in which each is a part of a well-planned whole system. In some

of the most successful sites, teachers themselves have become in-

house experts in specific practices which they share with their

colleagues. It is important to recognize that while these

strategies are useful, little will be accomplished in

implementing them unless there is ongoing documentation of their

results. There must also be efficient methods of feeding that

information back into the system so that there will be continuing

progress in teaching and learning. It is also certain that these

strategies are most effective when they are applied in positive,

supportive environments where there is recognition of the

emotional, social and physical needs of pupils and where

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individual strengths are recognized, nurtured, and developed. We

welcome your feedback as we continue to build the Teaching and

Learning Strategies area as an effective resource for teachers

and pupils focusing on improved academic achievement and striving

to meet new academic standards.

According to Calderon (2008:13) teaching is the noblest

and the most important profession in the world. It is especially

important to the nation because teaching is building the builders

of the nation. No one who is performing an important task in

nation building can claim that he has not passed though the hands

of a teacher. Trading not only imparts knowledge and skills but

also builds character all of which make up the nation builders,

the citizens.

Navarro, et al (1988:5) further described teaching as a

system requiring an understanding of the roles of the more mature,

experienced members of society in stimulating, directing,

managing and guiding the immature and inexperienced members in

the adjustment life. With the young and immature students as

inputs into the system, the processing takes place in the school

setting with the teacher playing a major role in instructing the

inexperienced so that they can develop into upright and useful

members of society and well-adjusted citizens with wholesome

personalities.

As posted in the website

www.zamboanga.com/z/index:php?title=Diplaha,_Zamboanga_Sibugay,
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_Philippines. The booming town of Diplahan has gone a long way

after two decades of challenges that came. Diplahan would always

rise above every flooding or any conflict that arose, progressing

by leaps and bounds. The industrial activities of the municipality

concentrated in five industrial classification such as mineral

based (gold, coal and gravel), agri-based (rice milling), forest

based (saw milling, wood furniture) and other industries

(concrete products) generated jobs for its people. The leading

industry is rice milling that showcases its agriculture based

industry. There are roughly thirty-five (35) rice mills in the

area.

The dynamic administration of the local government unit

fostered the promotion of tourism, culture and arts through the

establishment of economic enterprises that will in turn create

tourism activity in the area. The birth of the 1st Kasadyahan

Festival has successfully become an event that is much-awaited

and participated in Diplahan.

The booming town of Diplahan has gone a long way after

two decades of challenges that came. Diplahan would always rise

above every flooding or any conflict that arose, progressing by

leaps and bounds. The industrial activities of the municipality

concentrated in five industrial classification such as mineral

based (gold, coal and gravel), agri-based (rice milling), forest

based (saw milling, wood furniture) and other industries

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(concrete products) generated jobs for its people. The leading

industry is rice milling that showcases its agriculture based

industry. There are roughly thirty-five (35) rice mills in the

area. The dynamic administration of the local government unit

fostered the promotion of tourism, culture and arts through the

establishment of economic enterprises that will in turn create

tourism activity in the area. The birth of the 1st Kasadyahan

Festival has successfully become an event that is much-awaited

and participated in Diplahan. Generally, it is observed that the

economic status of the residents falls into a little above average

low thus the study has its basis.

The municipality of DIPLAHAN is one of the

Municipalities of Zamboanga Sibugay, it is more or less 72 kms.

West of Pagadian City & 65 kms. From IPIL the center of government

of Zamboanga Sibugay Province. DIPLAHAN is bounded by the

municipalities of Leon Postigo andSiayan of Zamboanga Del Norte

in the north, municipalities of Imelda and Malangas in the south,

Municipality of Siay in the west, and by the municipalities of

Bayog and Buug in the east. DIPLAHAN is located within the

geographical coordinates of 7°38’ to 7°49’ north latitude and

122°55’ to 123°00’ longitude. Diplahan is one of the

municipalities in the Zamboanga Sibugay province within the

Zamboanga peninsula and is part of Region IX in the Island of

mindanao. The beginning of Diplahan: Created into a Municipality

by virtue of Batas Pambansa bilang 48 signed on December 19, 1979.

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They shall exercise and perform the legislative powers and duties

as provided for under Republic Act No. 7160, otherwise known as

the Local Government Code of 1991. Shall consider and conduct

thorough study all matters brought to their attention and

consequently pass resolutions, enact ordinances and to introduce

recommendations.

Along with the rapid growth of the Municipality it urges

teachers to increase educational roles of teachers for community

development. On the other hand, teachers observed problems such

as classroom instruction, tardiness and absenteeism of students

due to the existence of internet cafés near the school, lack of

teaching strategies, and lack of learning materials to enhance

learning. In addition, problems in terms of poverty, unconducive

learning environment, peace and order are contributory to the low

mean percentage score on the National Achievement Test (NAT)

result of the students as revealed in the year 2012-2013 which

garnered a mean percentage score of 67.34 %; for the year 2013-

2014 it has an MPS of 71.03%; and for the year 2014-2015, it has

a mean percentage score of 69.52%. For the past three years, the

division obtained an average mean percentage score of 69.30% which

is below the target rate of 75% level of proficiency set by the

Department of Education.

Student achievement is not simply a matter of what

happens in school. Although schools can and do make a significant

difference. Per observation on the field the researcher had seen

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numerous factors which affect student success during the national

achievement test, namely: poverty and socio-economic conditions

of many families, parents’ involvement in school and studies of

students, student self-motivation and study habits.

It is for this reason that the researcher has prompted

to conduct a study on the teaching strategies for effective

instruction in Secondary Schools of Diplahan, a friendly approach

in achieving high performance of students.

Conceptual Framework

The identified variables were borrowed from the internet

as posted in the website, https://www.edutopia.org/ blog/5-

highly-effective-teaching-practices-rebecca-alber, the several

highly effective classroom practices. Here I'd like to highlight

five of those practices:

Teacher Clarity. Making things clear first before

allowing students to start working on the task given to them would

most likely create a desired result. Giving examples and

demonstrating how something should be done are just a few of the

so many ways on how to show clarity.

Classroom Discussion. The teachers as facilitators of

learning are utilizing varied and innovative teaching strategies

on how to carry out the discussion of the lesson in the class.

They do not just plan it based on the lesson but more so based on

the pupils’ level of intelligence, talents, skills, capabilities,

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TEACHING STRATEGIES FOR EFFECTIVE INSTRUCTION IN

SECONDARY SCHOOLS OF DIPLAHAN

R E S P O N S E S
TEACHING STRATEGIES FOR
EFFECTIVE INSTRUCTION
4 – Always Practiced
(AP)
1. Teacher Clarity
3 – Almost Always
2. Classroom Discussion Practiced (AAP)

3. Feedback 2 - Sometimes Practiced

(SP)
4. Formative Assessments
1 – Not Practiced At Al
5. Metacognitive (NAA)
Strategies

A FRIENDLY APPROACH IN ACHIEVING HIGH

PERFORMANCE OF STUDENTS

Fig. 1 Schematic Diagram of the Study

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culture and race and interests.

Feedback. Giving pupils constructive criticisms and

doing it on time would help them reflect on their own learning.

Formative Assessments. Teachers assess pupils’ progress

frequently through giving formative assessments. This is very

important for both the teachers and the pupils to track on the

progress of the pupils’ achievement or mastery level.

Metacognitive Strategies. Teachers teach the pupils how

are going to learn, not what are they going to learn. They help

them plan and organize, monitor their own work, direct their own

learning and to self-reflect along the way.

The end result of this investigation becomes a friendly

approach in achieving high performance of students which is

discussed after the findings are drawn based from the identified

variables.

A schematic diagram as shown in Figure 1 is used as guide

by the researcher in the organization of the study.

Since the identified variables were borrowed from the

internet, it was assumed that this was written by a foreign

authority; hence, items in the questionnaire were stated

according to how they are used in the Philippine setting.

Statement of the Problem

This study attempted to determine the teaching

strategies for effective instruction in Secondary Schools of

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Diplahan, a friendly approach in achieving high performance of

students.

Specifically, this investigation answers the following

sub-problems raised:

1. What are the teaching strategies for effective

instruction practiced by the teachers in terms of:

1.1. Teacher Clarity;

1.2. Classroom Discussion;

1.3. Feedback;

1.4. Formative Assessments; and

1.5. Metacognitive Strategies?

2. How often do this teaching strategies for effective

instruction practiced by the teachers?

3. What is the extent of comparability between the

responses of the school administrators and teachers along with

the five variables?

4. Is there any significant difference between the

responses of the school administrators and teachers along with

the five variables.

Hypothesis

Ho: There is no significant difference between the

responses of the school administrators and teachers along with

the five variables.

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Scope and Delimitation of the Study

This study covered seven (7) school administrators and

123 out of 138 teachers who are presently teaching in the

secondary schools of Diplahan. The schools involved in this study

are: Diplahan National High School, Lindang National High School,

Daulan National High School, Balangao National High School, Natan

National High School, Ditay National High School and Guinoman

National High School.

This study delimited only on teaching strategies for

effective instruction in terms of Teacher Clarity; Classroom

Discussion; Feedback; Formative Assessments; and Metacognitive

Strategies.

This study is conducted during the school year 2017-

2018.

Importance of the Study

To achieve effective instructions, teachers adopt

suitable teaching strategies that are effective and also

efficient. Thus, many of the teachers especially the newly-hired

are not yet fully equipped to teach the students because for them

they have not mastered writing lesson plans, they have not learned

such strategies they need to learn and they were not yet sent to

trainings for classroom management and the like. So, the question

is… How are they going to successfully elevate students’ academic

performance if they lack all these?

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Thus, this study is very much important to the following:

To the school administrators, this will be one of their

basis in planning for teacher-trainings and LAC Sessions. They

will realize how important it is to monitor the teaching-learning

process so see the needs of the teachers and the students. With

this great effort, surely they will be able to elevate the

students’ academic performance.

To the teachers, this will enrich their ideas on how are

they going to effectively and efficiently help themselves grow

professionally to also help their students grow academically.

This will encourage them to take every single minute of the days’

training-workshop significant and that they shouldn’t miss any of

the discussions. They will also be motivated to enroll to Massive

Open Online Courses because it is readily available in the

internet and they can even enroll to any course they would like

to take in relation to the teaching profession for free. And that

aside from learning, they also get Means of Verifications for the

IPCRF.

To the students, this study will benefit them above all

the people in the school. They will realize how important they

are in the teaching-learning process and that they have to also

do their share responsibly to successfully meet the school’s

objectives.

To the people in the community especially the parents,

this study will let them appreciate the school administrator and
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teachers’ effort just to elevate the performance of their students

in school.

DEFINITION OF TERMS USED

To have a clear understanding on the words which are

operationally used in this investigation, the following terms are

hereby defined:

Teaching Strategies. This refers to the teachers’

different activities or ways in teaching the pupils.

Effective Instruction. This refers to the very

productive outcome.

Secondary Schools of Diplahan. This refers to the venue

of the study under the Division of Zamboanga del Sur which

includes the school administrators and teachers as respondents of

this study.

A Friendly Approach in Achieving High Performance of

Students. This refers to the output of the study which is focused

on achieving high performance of the pupils.

School Administrators. This refers to the first group of

respondents who are composed of the principals, head teachers and

the teachers-in-charge who are leaders and managers in school.

Teachers. This refers to the mentors who are teaching in

the Secondary Schools of Diplahan.

Students. This refers to the learners in the public

Secondary Schools of Diplahan.

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Teacher Clarity. This happens when the teachers clarify

points, give clear instructions, and even provide explicit

criteria for pupils to follow.

Classroom Discussion. This is the moment where pupils

learn from each other—discussing their lesson with the teacher as

the facilitator of learning.

Feedback. This is where pupils know the outcome or result

of their work. They also hear commendations and comments from

their teachers for them to reflect.

Formative Assessments. This refers to the tests and or

the teachers’ way of seeing the pupils’ academic development.

They track pupils’ progress to update them on their development.

Tabular Value. In a statistical test the table value is

the value that determines the acceptance and rejection region.

The table value is taken from a book based from the degrees of

freedom and the level of significance.

Purposive Sampling. This refers to the non-random

sampling where all the participants or respondents of the

investigation must have equal chances to answer the questions.

Stratified Random Sampling. Refers to the selection of

suitable samples from the teachers group involved in the study.

Null hypothesis is a statistical proposition which states

that there is no difference among the variables or the responses

between the two groups of respondents.

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Degrees of Freedom. This refers to the number of values

in the final calculation of a statistical treatment that are free

to vary. It is the number of independent ways by which a dynamic

system can move, without violating any constraint imposed on it.

t-test. This term refers to the highly statistical

treatment utilized by the researcher in determining the

significant difference between the responses of the two groups of

respondents along with the variables.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature

and studies which have bearing to the present study. To justify

its relatedness, each borrowed literature and studies are

provided with clincher to enable the researcher to enrich the

discussion of the present study.

RELATED LITERATURE

5 Highly Effective Teaching Practices

As posted in the website, on February 27, 2015,

https://www.edutopia.org/blog/5-highly-effective-teaching-

practices-rebecca-alber. I remember how, as a new teacher, I would

attend a professional development and feel inundated with new

strategies. (I wanted to get back to the classroom and try them

all!) After the magic of that day wore off, I reflected on the

many strategies and would often think, "Lots of great stuff, but

I'm not sure it's worth the time it would take to implement it

all."

We teachers are always looking to innovate, so, yes,

it's essential that we try new things to add to our pedagogical

bag of tricks. But it's important to focus on purpose and

intentionality -- and not on quantity. So what really matters

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more than "always trying something new" is the reason behind why

we do what we do.

The several highly effective classroom practices. Here

I'd like to highlight five of those practices:

1. Teacher Clarity

When a teacher begins a new unit of study or project with

students, she clarifies the purpose and learning goals, and

provides explicit criteria on how students can be successful.

It's ideal to also present models or examples to students so they

can see what the end product looks like.

2. Classroom Discussion

Teachers need to frequently step offstage and facilitate

entire class discussion. This allows students to learn from each

other. It's also a great opportunity for teachers to formatively

assess (through observation) how well students are grasping new

content and concepts.

3. Feedback

How do learners know they are moving forward without

steady, consistent feedback? They often won't. Along with

individual feedback (written or verbal), teachers need to provide

whole-group feedback on patterns they see in the collective class'

growth and areas of need. Students also need to be given

opportunities to provide feedback to the teacher so that she can

adjust the learning process, materials, and instruction

accordingly.
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4. Formative Assessments

In order to provide students with effective and accurate

feedback, teachers need to assess frequently and routinely where

students are in relation to the unit of study's learning goals or

end product (summative assessment). Hattie recommends that

teachers spend the same amount of time on formative evaluation

as they do on summative assessment.

5. Metacognitive Strategies

Students are given opportunities to plan and organize,

monitor their own work, direct their own learning, and to self-

reflect along the way. When we provide students with time and

space to be aware of their own knowledge and their own thinking,

student ownership increases.

The literature above strongly supported the discussion of

this study being the source of the variables used by the

researcher.

Effective Teaching Strategies

As posted in the website,

http://www.ehow.com/way_5527365_effective-teaching-strategies.

html, teaching methods vary widely, and no one method is perfect

for any type of class. Understanding how pupils think, interact

with and learn material will help you keep a class interested in

the material and carry out relevant activities toward learning.

Maintaining a firm grasp of the course objectives in every

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exercise will help you get creative in your methods without losing

sight of the overall goal.

Collaborative Learning. Collaborative learning involves

placing pupils in small groups and asking them to perform tasks

aligned with the course objectives. This method is most effective

when it allows pupils to practice and hone multiple skills at

once. For example, in a business writing class, pupils prepare

for communication in a business setting. Thus, breaking them into

small groups and assigning a group business plan, series of memos

or advertising letter will encourage pupils to brainstorm,

deduce, make decisions based on multiple perspectives and

ultimately delegate tasks to produce a final product. This method

employs a much wider variety of hard and soft skills than an

individual assignment in the classroom.

Active Learning. Active learning goes past the

traditional model of lecturing and assigning pupils tasks to

reflect mastery of the lectured material. Active learning means

asking pupils to engage with the class material by talking,

writing, reading aloud or acting out scenarios. In this model,

pupils are never passively absorbing information and are instead

constantly required to engage. For example, holding mock

interviews that require pupils to dress in business attire, print

resumes and sit for a series of behavioral interview questions

requires them to step into the role of a job applicant. This

method can be particularly useful in a classroom where pupils are

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quiet, disinterested in the subject or difficult to excite due to

the time of day or the nature of the material.

Learner-Centered Teaching. Learner-Centered teaching

means placing the pupil in the center of the learning. The teacher

is less of a "boss" and more of a facilitator. In this model, a

pupil has a certain amount of control over his own learning

objectives. One way to facilitate learner-centered teaching is to

ask the pupil to develop his own research topics, questions or

theses. In this model, the pupil is allowed to explore and study

whatever topic they choose and develop self-goals that represent

what the pupil expects to gain from the project. The teacher,

then, facilitates and guides the pupil toward helpful materials,

resources and ideas but does not direct the learning. Allowing

pupils to assess the success of their own projects honestly is

another way to facilitate learner-centered teaching.

Mixing Things Up. There is no one best method for teaching

a class, and often success comes from employing multiple methods.

For example, breaking pupils into small groups, and then allowing

each group to present their findings to the larger class

discussion facilitates both collaborative and active learning.

Further, staging a debate in which "teams" are required to defend

their positions utilizes multiple teaching methods. A class will

quickly become used to the same exercises and is in constant need

of new stimulation, so using several methods and activities will

help keep the material fresh and engaging.

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The literature reviewed from the internet helped in the

enrichment of this investigation.

Effective Instructional Strategies in Teaching

As posted at the website,

http://www.ehow.com/way_5602274_effective-instructional-

strategies-teaching.html, teaching with diverse educational

strategies can help to serve a diverse group of learners in the

classroom. Consider incorporating into your classroom the

following effective instructional strategies for teaching.

Design a lesson plan that allows students to work in

groups. One such plan would include students answering questions

together in a group. Such cooperative learning is a very effective

mode of teaching. It strengthens students’ interactions with each

other, a skill which can also be used later in life, in the

workplace. The idea behind doing group work is for each student

to have a role that is important for the group as a whole.

Plan a lecture for your class. In planning this lecture,

make sure that you know your content well enough not to read from

notes. Plan engaging parts for your lecture, such as musical

interludes, question-and-answer periods and personal stories,

where appropriate.

Create quizzes and tests that will not only assess student

learning but promote it. For example, ask students to think about

how two characters in a novel would interact in contemporary

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times. This activity will help students to synthesize information

and see it in a modern context. It will also show you if they

understand the character traits that you have taught. When engaged

in formative assessment, students have to think and process while

they take tests and quizzes rather than just regurgitate

information.

The related literature herein reviewed enabled the

researcher to gather salient and relevant information necessary

to enrich and support the discussion of the present study.

Multimodal Teaching Strategies

As posted at the website,

http://www.ehow.com/info_12049345_multimodal-teaching-

strategies.html, multimodal teaching is a style in which students

learn material through a number of different sensory modalities.

For example, a teacher will create a lesson in which students

learn through auditory and visual methods, or visual and tactile

methods. Teachers can use any combination of learning modalities;

however in multimodal teaching, a teacher must utilize more than

one. This successful teaching style implements many strategies to

ensure students understand and retain information.

Basics. Multimodal teaching has proven to increase

student’s test scores. Multimodal teaching is successful because

it appeals to all learning styles. Students are ensured to receive

their lesson by one or more modality, through which they learn

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best. Unimodality is another teaching style, in which students

receive information through only one modality, such as a visual

diagram, or a lecture. In multimodal learning, a teacher will

implement a visual to reinforce the lecture or create a multimedia

presentation that goes along with the lesson. This interactive

teaching style breaks monotony and reinforces overall learning.

Avoiding Overload. One of the teaching strategies that

multimodal teachers will implement is working to avoid the

potential overload that comes with multimodal learning. If the

lesson becomes overly complicated and stimulating, students will

begin to miss out on the larger message at hand. Overload comes

from bogging the lesson down with too many inputs or modalities

at once. Teachers will keep modalities both focused and organized.

They will also switch activities and lessons every 15 to 20

minutes, as this is the point at which students begin to tune out

and lose focus.

Focus and Organization. Teachers will implement strategic

focus and organization for their students during multimodal

learning. Otherwise, they run the risk of information passing

over their students without them truly absorbing the lesson. Each

modality will work in conjunction with the other, creating a

presentation in which words, pictures and multimedia all have a

purpose at a logical time within the lesson. Auditory and visual

cues that are separated by too much time or space within the
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lesson will lose impact. With the proper organization and focus,

multimodal lessons engage memory and encourage thinking.

Collaboration and Reinforcement. Another multimodal

teaching strategy that teachers will implement is the use of

collaboration and exercises that reinforce learning. Lessons are

specifically designed to be interactive. Students will also

collaborate with one another and work in pairs or groups. The

overall goal is to get students to use as many different learning

modalities as possible to absorb the material. Lessons are

reinforced by repeating the same, or similar, material through

many different modalities. When concepts are repeated, students

have a better chance of retaining the information. Quizzes and

tests give teachers a measure to see which modality works best

for their students. Homework and supplementary activities also

serve as a review.

The aforementioned literature provides relatedness and

enrichment to the present study, thus inclusion is considered

necessary.

Effective Teaching & Learning Strategies

As posted in the website,

http://www.ehow.com/list_7634819_effective-teaching-learning-

strategies.html, to become a good teacher, you need to put

yourself in the shoes of your students and attempt to understand

their learning styles. Incorporating various methods of teaching

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in your classroom can stimulate learning for many different

students who may benefit from a variety of instructional methods.

Collaborative Learning. Collaborative learning is one

method that works well in today's diverse classrooms. With the

advent of online distance education, collaborative learning has

become more common. Collaborative learning uses group projects

that allow more than one person to have input on the final

product. If completed properly, a collaborative learning project

can be an excellent way to supplement regular class material and

get students to work together outside of the classroom. Allowing

students free rein to determine how much each person in the group

will contribute to the project gives the class ownership of the

project. Students should also be able to evaluate the efforts of

each member of the group and, as a group, have some input in what

grade each student gets. This will keep each student honest and

active in the execution of the group project.

Multimedia Teaching and Learning. Students can be bored

by the traditional lecture format, especially in classes that

meet only one day per week for longer periods of time. One

effective way to teach such courses is to use various multimedia

formats to stimulate interest in the lecture material. This works

especially well in history and humanities courses where students

hear lectures about people and cultures in the distant past.

Students find it easier to understand these when they have heard

and seen the places, people and events they hear about in the
 27

lecture. Using various documentary DVDs and other material which

you are allowed to show in the classroom can provide reinforcement

of the content students are supposed to learn.

From Theory to Practice. Students often learn theory in

many of their college classes, regardless of the discipline. The

University of Wisconsin Madison's College of Engineering notes

that the use of practical examples in relation to engineering

theory provides a resource for teachers to reinforce the theory.

In a manual provided for teaching assistants, the department

emphasizes keeping examples as simple as possible. Much like

showing students a video or using some other type of multimedia

presentation, simple and straightforward examples help illustrate

the point you are making. This works well in nontechnical fields

as well. For example, students of religion and philosophy benefit

from the use of analogies expressed in terms that the students

use everyday and can understand.

The literature extracted from the internet enriched the

discussion of this investigation.

Four Corners Teaching Strategy

As posted at the website,

http://www.ehow.com/way_5809507_four-corners-teaching-

strategy.html, the four corners teaching strategy can be easily

adapted to any grade level and subject. It takes little teacher

preparation yet results in motivated, engaged students. The

 28

strategy involves students moving to one of the four classroom

corners to convey their feelings about a topic. It can be designed

to take only several minutes of class or up to an entire session.

Memorable and valuable class discussions are often the result of

the four corners strategy.

Visible Opinion Sharing. Four corners is a teaching

strategy that works well to engage all students in conversations

about controversial topics. For example, in a reading class you

can ask questions about a character’s actions in a novel. Math

students can debate if students should be able to use calculators.

Science students can discuss the use of alternative forms of

energy. While in social studies, students can debate the various

forms of government.

To prepare, write statements in a definitive manner. For

example, nuclear energy is a good source of energy. Before class,

record the statements on an interactive white board or overhead

so students will be able to view the statement. Clear the four

corners of the room of tripping hazards. Label each corner of the

room with a sign stating strongly agree, agree, disagree and

strongly disagree.

Engage the students in the strategy by sharing the first

controversial statement. Students may first be required to write

a short passage explaining their position on the topic. Then

students physically move to the corner of the room that best

matches their personal viewpoint.

 29

There are a variety of ways to engage students after they

are in their respective corners. The teacher can randomly call on

students in each corner to share why they chose the given

position. Otherwise, students in each corner can discuss the

statement and develop a collective response to be shared.

Alternatively, the teacher can assign different groups to debate

one another. For example, the agree and disagree students can

debate while the strongly agree and strongly disagree students do

the same. Another option is to have each group research their

position and present a persuasive speech to the rest of the class

supporting their position.

After the groups have shared their information, it is

interesting to repeat the activity with the same controversial

statement. Have students reflect on their position and indicate

if it has changed.

Making It Work. The four corners teaching strategy also

can be adapted into a simple game format that allows all students

the opportunity to move around the classroom. For this

modification, label the four corners of the room one, two, three

and four. Make four slips of paper that are labeled with the

corresponding numbers. Have all students go to a corner of the

classroom. Draw a numbered slip of paper and ask a question to

the given corner. If the students in the corner are able to answer

the question correctly, students move around the room to another

corner. If the students answered incorrectly, all students in

 30

that corner must return to their seats. Play continues until one

student wins the game.

Another option is to use the four corners strategy for

multiple choice questions. With this option, label each corner A,

B, C or D. Ask a question and give four options. Students report

to the option they believe is correct. All students who chose the

right answer continue to play while others take their seats.

The literature above taken from the internet helped in

enriching the discussion of this investigation.

Effective Teaching Strategies for Prose

As posted in the website,

http://www.ehow.com/way_5557572_effective-teaching-strategies-

prose.html. in prose -- language written with the grammatical

structure of natural speech -- often the author aims to evoke

emotions or ideas that require input from readers’ own experiences

for comprehension to take place. Because in prose writers may not

explicitly state a purpose, understanding prose compels readers

to think imaginatively, working to establish a personal

connection with what they read. Teachers of prose work to develop

the reader as a whole -- helping to shape not only better readers,

but better thinkers.

 31

Break It Up. Breaking a longer piece of prose up into

smaller sections for multiple close readings allows teachers to

ensure that students have the opportunity to involve their own

thinking with the text. Repeated reading helps students build

comprehension and become more comfortable with an author’s

writing style. To help students focus their thinking as they read,

provide a list of questions for students to answer about the

excerpt. Ask some surface-level questions that explicitly tie

back to the reading, but also ask higher-level questions that may

be more open-ended. Asking questions that don’t have a single

correct answer sparks meaningful discussions, integrating

students’ perspectives about their reading.

Class Discussion. Facilitating class discussions about

prose allows students to share their unique thoughts about the

reading. It is easy for students to tune out as the teacher

lectures about prose, but a class discussion puts the

responsibility for learning back in students’ hands. To ensure

all students participate, break the class into small groups to

discuss slightly challenging questions. Reconvene as a whole

class after several minutes, and have a member from each group

report that group’s conclusions, inviting feedback from other

groups. The entire class benefits from hearing the multiple

perspectives unearthed by a class discussion.

Create Found Poems. Encourage creative thinking while

also targeting comprehension skills by having students create

 32

"found poems" based on prose they have read. Provide students

with a passage of prose, and have them highlight between 50 and

100 words or phrases that are the most interesting or meaningful.

Have students list the highlighted words in order on a separate

piece of paper, skipping lines between each word. Walk students

through the process of rereading their lists several times,

eliminating words that do not fit with the poem until there are

between 25 and 50 of the most important words remaining. Have

students title their poems, and present them to their peers.

The Five-S Strategy. Teach students to analyze prose

passages by introducing the Five-S strategy. After giving

students a prose passage, offer them a graphic organizer with the

headings “speaker,” “situation,” “sentences,” “shifts” and

“syntax.” Walk students through the process of recording their

observations and interpretations for each heading of the graphic

organizer, using evidence from the prose for support. For example,

in the “syntax” section, students would record examples from the

reading in which the word order seemed interesting or significant.

After the example, urge students to comment on how the syntax

affected the overall meaning of the passage.

The literature above substantiate the discussion of this

investigation.
 33

Purpose of the Strategies for Effective

Teaching for Special Educators

As posted in the website,

http://files.eric.ed.gov/fulltext/ED497756.pdf. The long-range

goal of Louisiana’s teacher professional accountability programs

is to enhance student learning by providing opportunities for

teachers to strengthen skill areas and by identifying those

aspects of teaching performance that may need improvement. This

approach to professional development is the key to improving

teacher performance. Strategies for Effective Teaching in the

21st Century is intended to be used by school administrators, in

collaboration with classroom teachers, to improve specific

teaching skills. The strategies to be utilized should be discussed

by the teacher and the principal (in collaboration with an

assistance and/or assessment team, if appropriate) and mutually

agreed upon. Strategies, which provides suggestions and resources

for improvement, is keyed to the Louisiana Components of Effective

Teaching and is used as a resource by teachers as they prepare

for assessment, this focuses on the particular needs of teachers

in special education and provides suggestions and resources for

improvement. The Strategies are specific suggestions for gaining

knowledge about and practicing teaching skills, and a variety of

activities are included. Reading activities direct teachers to

the research on teaching effectiveness. These activities

encourage teachers to review and think about critical teaching

 34

concepts and principles. Observational activities permit teachers

to view alternative teaching strategies and behaviors as

demonstrated by peers or allow peer teachers to observe what is

taking place in another’s classroom.

(A peer teacher may be any teaching colleague who

possesses the desired teaching behavior and is willing to share

his or her knowledge with others.) When the observations are

summarized and discussed, they provide the teacher opportunities

for reflective practice.

Implementation activities are classroom-based

suggestions that teachers can immediately try out in daily

instruction. All strategies are proactive. The strategies are

things teachers can do, either alone or in collaboration with the

principal or colleagues. The strategies presented are not meant

to be comprehensive. They may serve as starting points for

developing other strategies. A particular strategy may be

modified to suit the needs of the principal and the teacher. A

strategy may also be repeated. The selection of strategies must

also be appropriate for the developmental level of the students

in the teacher’s classroom. Extra care should be taken in

selecting strategies to be implemented in classrooms with very

young children or children with special needs. The suggested

Evidence of Completion consists of observable means by which

teachers and principals can document professional development

activities. Principals can use the evidence as a record of

 35

progress for Professional Growth Plans. The Resources section of

the Strategies for Effective Teaching manual lists those

materials and persons essential for the successful completion of

the activity. The principal and the teacher should be jointly

responsible for ensuring that the necessary resources are

available for selected professional development activities. Under

no circumstances should a strategy be chosen that necessitates a

teacher spend personal funds for materials unless the teacher

willingly agrees to participate. A number of strategies presented

in this manual require that peer teachers conduct observations or

be observed. This type of teacher collaboration for professional

improvement may require use of “release time.” Principals are

encouraged to provide release time when warranted. However, the

extent to which release time is provided must be determined by

the principal, based on the resources available at the building

level. An alternative to release time is the use of videotape or

tape recording. Peer teachers can “observe” each other’s

classrooms through the use of well-placed video cameras or audio

tape recorders. Then the tapes can be reviewed and feedback given,

as time warrants.

The literature cited here has direct connection to the

study conducted because it deals on the understanding of the

learner.
 36

Classroom Strategies Model and Teach

Self-Advocacy and Self-Determination Skills

As posted at the website,

http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?art

icle=1102&context=ejie. One of the most important skills teachers

can give their students, especially those with disabilities, is

to empower them to advocate for themselves. Students need to be

able to make their needs and wants known. For example, preschool

students need to be able to tell others when they need to use the

bathroom. As students get older they need to understand and be

able to describe their strengths and weaknesses to their classroom

teachers and other people with whom they work. Jones (2006)

identified five steps to empower students and help them become

self-advocates.

Steps to Empowerment Step Description :

1. Encourage disability awareness and self-discovery.

Help students identify their areas of strength and areas of need.

2. Teach students about special education services. Help

them understand what services are available to them based on the

needs identified in their IEP.

3. Teach students to self-monitor their work. This allows

them to see their own progress and identify areas they need to

work on. This gives them ownership for making the steps necessary

to meet their goals.

 37

4. Prepare students for participation. Students need to

be aware of what takes place in an IEP meeting so that they have

the understanding to be an active participant.

The literature cited has significant connection to the

present study hence, found to be worth with of inclusion.

Strategies for Building Positive Classroom Climate

As Posted in the website

http://www.ascd.org/publications/educational-leadership/sept08/

vol66/num01/Seven-Strategies-for-Building-Positive-Classrooms.

aspx. Carol Gerber Allred explained that Positive Action program

shows that we can promote academic achievement and build students'

character.

Every day as millions of students go to school, their

parents and caretakers hope these young people will be treated

with care, valued, inspired, and educated. Students hope they

will get along with their peers and teachers, have their work

measure up, and enjoy the process of learning. These hopes define

positive classrooms for parents and students.

Education has to work for all stakeholders. By

implementing the following seven strategies, we can combine the

need for positive classrooms that support the whole child with

the need for accountability and improved academic performance.

 38

The Positive Action program has refined these strategies

through 26 years of research, evaluation, and development, and

has implemented them in more than 13,000 schools.

1. Make Learning Relevant. Students are more engaged in

learning and retain knowledge better when they see that it is

relevant and vital to their own success and happiness. By

discovering students' talents, learning styles, and interests,

teachers can adjust teaching methods and strategies. By giving

students a say in how the classroom operates, teachers increase

students' sense of ownership in the education process.

2. Create a Classroom Code of Conduct. A positive and

productive classroom requires a common understanding of positive

and negative behaviors. To establish this understanding, teachers

ask students to identify the ways they like to be treated. This

discussion elicits lists of behaviors that are respectful, fair,

kind, and empathetic. Together, teacher and students conclude

that treating others the way you want to be treated is the best

code of conduct, and they agree that this code will dictate the

behaviors that are appropriate for their classroom.

3. Teach Positive Actions. We need to teach students

positive behaviors in a thorough, consistent, systematic way; we

cannot assume that students just know them. The Positive Action

curriculum covers the following concepts.

The importance of doing positive actions to feel good

about yourself.
 39

Positive actions for a healthy body (such as nutrition,

exercise, and sleep).

Positive actions for the intellect (such as thinking,

decision-making, and problem-solving skills).

Positive actions for self-management (such as managing

time, energy, emotions, and other personal resources).

Positive actions for getting along with others (such as

treating others fairly, kindly, and respectfully).

Positive actions for being honest with yourself and

others (such as taking responsibility, admitting mistakes, and

not blaming others).

Positive actions for improving yourself continually (such

as setting and achieving goals).

4. Instill Intrinsic Motivation. People need to feel good

about themselves. In the Positive Action program, teachers help

students understand that people are likely to feel good about

themselves when they engage in positive actions. The program

explains a three-step process for choosing positive actions:

First, we have a thought; second, we act consistently with the

thought; third, we experience a feeling about ourselves based on

the action. That feeling leads to another thought, and the cycle

starts again. With practice, students learn that if they have a

negative thought, they can change it to a positive one that will

lead to a positive action and a positive feeling about themselves—

a powerful intrinsic motivator.

 40

With repeated reinforcement by the teacher, this simple

explanation helps students understand and improve their behavior

in any situation.

5. Reinforce Positive Behaviors. Teachers can strengthen

intrinsic motivation by recognizing and positively reinforcing

positive actions when they see them. Recognition activities and

items—such as tokens, stickers, and certificates—can be

effective. But when teachers or other staff use this strategy,

it's important that they recognize the positive behavior, ask how

it made the student feel, and tell the student the extrinsic

reward is a reminder of that good feeling. When students make the

connection between their performance and feeling good about

themselves, intrinsic motivation is enhanced and positive

behaviors continue.

6. Engage Positive Role Models. Families and community

members are concerned about their children's welfare, often want

to be engaged in their children's education, and have resources

to offer. Educators can integrate them into many classroom and

school activities, such as curriculum activities, assemblies,

committees, after-school events, and homework.

A positive attitude is the change agent that will create

positive classrooms and schools that produce happy and successful

pupils.

The literature above enriched the discussion of the

researcher’s study.
 41

Teaching and Learning

As posted at the website,

http://www.schoolclimate.org/guidelines/teachingandlearning.php

. Teaching and learning is the primary task for K-12 schools.

And, improving instruction is a primary goal for school climate

improvement efforts.

Educators—like parents—are always social, emotional,

ethical and civic teachers. The only question is to what extent

we are doing so consciously, intentionally, systemically and

helpfully!

What are the competencies and dispositions that we want

and need to promote? There is not “one list” of social, emotional

and civic competencies/dispositions that practitioners and

scholars adhere to. Perhaps the most commonly used list grows out

of the work of the Collaborative for Academic, Social and

Emotional Learning (CASEL). This conceptualization is based on

the idea that there are five key sets of social emotional

learning/emotional intelligence skills: (i) self awareness; (ii)

social awareness; (iii) self management and organization; (iv)

responsible decision making; and, (v) relationship management.

This list has importantly shaped a number of state and district

level social emotional learning standards, which we describe

below. An overlapping but somewhat different listing was

developed by our Center and the New York State Center for School
 42

Safety. This overlapping list is grounded in the notion that there

are three essential aspects to social, emotional and civic

abilities: (1) the ability to “decode” or read self and others

(reflective and empathic capacities) and then use this

information to (2) solve real problems in flexible and creative

ways and (3) be a social, emotional and civic learner (e.g.

learning to control one’s impulses; to communicate directly and

clearly; to make and be a friend and more)

Growing out of work with the Ohio Department of Education,

we have developed a document that summarizes a range of issues

about social, emotional and civic instruction. This document

includes information about:

What is social, emotional and civic instruction?

Information about why it is important

Common barriers

Key learning that staff needs to understand and be able

to do

Tasks that need to be considered to actualize this process

Critically evaluating resources and making

recommendations

Indicators that a school is successfully focusing on this

goal and related methods

How to measure it – Recommendations

The social, emotional, ethical and civic instructional

goal is to promote a set of core competencies and dispositions

 43

that provide the foundation for school – and life - success. One

of the important challenges for educators is that we do not have

a detailed, research-based scope and sequence that can guide our

efforts to understand what K-12 students can and should be able

to learn – socially, emotionally and civically – at given stages

of development.

We do have a growing number of “social emotional

learning” standards (see below) that can be used as guidelines to

inform our instructional efforts.

There are four major and overlapping ways /strategies

that teachers can be intentionally be helpful social, emotional

and civic teachers in general and bully prevention/pro-up stander

efforts in particular:

1. Being a role model: Being a living example of up

stander behavior in particular and a thoughtful adult social,

emotional and civic learner in general. This is a foundational

dimension of social, emotional and civic education; our behavior.

It is well known that children and adolescents listen to our

actions more than our words. As an educator and/or a parent, what

does your behavior “teach”? What are the core social, emotional

and civic lessons that you want to teach?

2. Classroom management: How we manage the classroom

sends very powerful messages to students. To what extent do we

use punishment and/or bullying and/or a restorative justice model

of classroom management? Student discipline and motivation are

 44

perhaps the greatest concern for secondary classroom teachers.

Too often teachers feel that there are “putting out a series of

fires” or reacting to behavioral problems and not able to teach

and support student learning. Too often educators have only

learned to administer punitive forms of discipline. However,

punitive forms of discipline do not reduce misbehavior but instead

tend to breed resentment and further misbehavior. Restorative

justice focuses on relationships and the needs of the victims. It

includes the victim, the offender, and the community. And, it

recognizes the harm done to the community and focuses on restoring

relationships (e.g. social, emotional and civic learning).

3. Pedagogy: There are a range of pedagogic methods that

powerfully promote social, emotional and civic learning

including: For example:

cooperative learning

service learning

conflict resolution/mediation

moral dilemma discussions

Interdisciplinary learning with the arts

A Moment of Silence / Time for Meditation

4. Explicit social, emotional and civic curriculum:

There are two ways that teachers can infuse explicit social,

emotional and civic learning into the curriculum: (1) using

evidence-based curricular programs; and, (2) infusing social,

 45

emotional and civic learning into existing curriculum and

‘Advisory activities’;

Using evidence based curricular programs: There are a

range of evidence-based programs that grow out of character

education, social-emotional learning and risk prevention/health

promotion efforts that teachers can select to use. The following

is a listing of programs that have been evaluated by a range of

organizations:

Infusing social, emotional and civic learning into

existing curriculum and Advisory activities:

Over the years, we have repeatedly discovered that many teachers

want to become more intentional and effective teachers in this

area but that they cannot or do not want to use a packaged program.

We have developed guidelines, protocols and tools to support

teachers doing just this.

Pupils' social, emotional, ethical, and civic learning is

typically assessed in the following ways: academic grades and

achievement testing, social-emotional skills development,

attitudes toward school, social behavior, and incident reports.

Although we do have a growing number of social emotional

learning standards and benchmarks, the field lacks a

comprehensive, research-based social, emotional, ethical and

civic scope and sequence. This complicates the assessment of this

fundamentally important instructional aspect of school climate

improvement efforts. It is an important challenge that now faces

 46

the field. However, the CSCI does in fact measure these issues in

terms of two specific dimensions: "Support for Learning" and

"Social and Civic Learning" in order to support schools in

addressing these critical areas of a positive school climate.

The literature above substantiate the discussion of this

investigation.

RELATED STUDIES

The Study of Gallegos

Gallegos (2014:112-114) drawn the following conclusions:

1. The teachers have “always practiced” skills in

teaching on teacher liveliness for expository strategies as they

utilized verbal and nonverbal cues and employed a combination of

various methods to make lessons dynamic, likewise varied the

motivation given to learner.

2. On teacher giving explanations for expository

strategies, the teachers “always practiced” the variable when

they manifested humor to keep learners attention also utilized

concepts of explanation before the lessons and provided examples

for an analogy, as component, concept or generalization.

3. On matter of listening for expository strategies, the

teachers “always practiced” this variable when they possessed the

ability to inspire pupils to listen and understand the lesson and

endeavored to listen to pupil’s replies likewise manifested

patience and compassion in hearing the issue of pupils.

 47

4. Skills in teaching on using reinforcement technique

for expository strategies was responded “always practiced” by

teachers as they rewarded desirable behavior of pupils and

extended occasional material/monetary rewards to pupil’s

exceptional accomplishment while gave due recognition to pupil’s

exemplary performance.

5. On gaining and maintaining pupil participation through

variability for expository strategies was disclosed by teachers

as “always practiced” when they endeavored to vary different

methods used in maintaining participation of pupils, likewise

encouraged pupils to participate in every activity in the class,

also ensured that activities are interesting thereby attracting

attention of learners.

6. The five variables of skills in teaching for expository

strategies were “always practiced” by teachers of which the most

prevailing variable went to listening, followed by teacher

liveliness, third in rank are giving explanations and using

reinforcement techniques while the least prevailing variable went

to gaining and maintaining pupil participation through

variability.

7. The null hypothesis was rejected since the computed t-

value is greater than the tabular value at 8 degrees of freedom

and 0.05 level of significance. It means that the responses of

the school heads and teachers differ significantly along with the
 48

five variables in other words their responses are not similar or

not the same.

The Study of Sarcina

Sarcina (2003:119-120) presented the following

conclusions:

1. Discovery learning teaching strategy was always

applied by the teachers by letting the pupils learned best

rather than by more listening.

2. Inquiring learning strategy was always applied by

the teachers through asking questions to clarify all kinds of

what is to be discovered.

3. Teaching strategy using the role playing was always

applied by the teachers by stimulating the pupils to stand

inorder to have effective learning.

4. Simulation teaching strategy was almost always

applied by the teachers by featuring the rules and time limits

and records its actions so that the pupils can choose the

appropriate action.

5. Mastery learning strategy was always applied by the

teachers by reviewing the lessons as often as its is needed by

the pupils for mastery.

6. On the extent of comparability between the

responses of the teachers and school administrators, both

respondents declared that mastery learning, inquiry learning,

 49

discover learning, and role playing were always applied while

simulation was almost always applied.

7. There is a significant difference between the

responses of the teachers and the school administrators, since

the null-hypothesis is rejected which means that the responses

of the two groups of respondents are not alike due to a mean

difference of 18.

The Study of Catacutan

Catacutan (2006:100-101) gave the following conclusions

that:

1. The school administrators and teachers revealed that

teacher component is always applied in the effective teaching

learning process, which shows skills in the art of teaching,

adopts varied teaching strategies and revises techniques suited

to pupils need.

2. There is evidence that learner component as among the

dimension in effective teaching-learning process had always been

applied as responded by the two groups of respondents. This

pictures out the importance of this component where teacher

considers pupil has varied interest, helps pupils to be task

oriented and sets pupil for intellectual preparedness in the

teaching-learning environment.
 50

3. Classroom element was reported by the two groups of

respondents are always applied by the teachers which includes

maintain cleanliness and orderliness, engages teacher-pupil

interaction and seeks pupil's stay in the room comfortably.

4. Implements learning competencies skillfully, prepares

lesson in linkage with the pupil's experiences and emphasizes

integration in all subjects are among the items under curriculum

element, which by the school administrator and teachers, always

applied that benefits learner academically.

5. Materials involves helps pupil understand the lesson

easily, motivates pupil's readiness for comprehension and

facilitates pupil's attention towards the object was reported by

the two groups of respondents as always applied in the effective

teaching-learning process.

6. It is clearly understood by the two groups of

respondents that the administrators component is combined or

guides teacher to achieve educational goals, befriends with

teachers and pupils and extends support to pupil's academic

deficiencies, which were always applied in the field by the

teacher to make teaching-learning process effective.

7. Are the elements of effective teaching-learning

process were always applied by the teachers as disclosed by the

two groups of respondents arranged from highest to the lowest

such as classroom, materials, teacher, curriculum,

administration, and learner.

 51

8. There is no significant difference between the

responses of school administrators and teachers along wit the

variables of effective teaching-learning process where t-test

obtained a computed value lesser than the tabular value,

therefore, the null hypothesis is accepted. This means that the

responses of school administrators and teachers are alike or the

same.

9. There is no significant contribution of effective

teaching-learning process toward the academic development of our

school children as reported always contributed by the two groups

of respondents like arranged seats for pupil's convenience,

equipped with skills in the art of teaching, utilized varied

teaching strategies to improve the learning outcomes, developed

pupils to boost their potentials and used group activities to

address pupils varied interest.

The Study of Salibo

Salibo (2011:127) posted the following conclusions:

1. There was indication that secondary school teachers

have always practiced planning and preparation which clearly

supported on the idea to design the lesson to elicit and sustain

students attention, interest and involvement and by making sure

that lesson plan has clear and suitable aims and objectives and

lastly on preparing the materials, resources and aids for

classroom instruction, ahead of time.

 52

2. The Result of the survey showed that lesson

presentation was recognized by secondary school teachers as

always practiced where it was upholded by is related entries such

as making sure that instructions matched with the students needs

and abilities; explaining the lessons in a clear but simple manner

and in assuring that the questions constructed are distributed

widely.

3. It is evidently that lesson management being the third

factor was acknowledged by secondary school teachers as always

practiced in which the find was supported by lesson smoothly and

promptly; maintaining students’ attention, interest and

involvement in the lesson and lastly, arranging a positive mental

set for what lesson is to follow.

4. Secondary school teachers revealed that they always

practiced the concept of classroom climate in their respective

schools. The findings was reinforced by few correlated

statements, developing a purposeful, task-oriented, relaxed and

an established sense or order; endeavoring to develop a

relationship with students largely based on mutual respect and

rapport and eventually making feedbacks that fastened students

self confidence and self-esteem.

5. Evidence showed that discipline as the fifth variable

was recognized by secondary school teachers as always practiced.

Hence, this was strengthened by the following utterances,

establishing a positive classroom climate to obtain peace and

 53

order applying appropriate actions to prompt misbehavior

occurrences and finally establishing teachers’ authority that is

accepted by the students and conveying clear rules and

expectations regarding student’s behavior.

6. It was acknowledge by secondary school teachers that

they often practiced the idea of assessing students progress where

it was supported by its related entries such as utilizing

appropriate follow-up comments and helping students to work;

employing a variety of assessment tasks; endly; giving feedbacks

on assessments which is aimed not only for diagnosis but also

corrective.

7. Lastly, it was recognized by secondary school

teachers that reflection and evaluation was revealed to be often

practiced. Thus, this finding was fortified by the next

statements, evaluating lessons to inform future planning and

practiced; regularly examining the strategies and techniques to

deal with sources of stress and lastly considering current

practice to identify aspects for useful development.

8. Of the seven variables of essential teaching skills

for essential learning, lesson management obtained the highest

average weighted mean. However, assessing students’ progress

received the lowest average weighted mean. Generally, the seven

variables were responded by the two groups of

respondents at always practiced.

 54

9. It was concluded that the hypothesis of no significant

difference was accepted, where the computed t-test value is lesser

than the tabular value. This means that there is no significant

difference between the responses of secondary school

administrators and teachers along with the seven variables on

teaching skills:

The Study of Bravo

Bravo (2011:95-96) disclosed the following conclusions:

1. The teachers always applied respect for individual by

considering individual differences, stimulating self confidence

to pupils and accepting everyone’s opinion and maintaining

camaraderie with pupils.

2. Evidently, democracy as a way of life was always

applied by the teachers as shown by promoting children’s right to

education, participating the class in activity for common good,

and giving freedom to pupil’s potentialities.

3. It was obvious that providing suitable condition as

principle of teaching was always applied by the teacher’s which

was done by preparing the lessons appropriate for pupils,

providing suitable condition as principle of teaching was always

applied by the teachers which was done by preparing the lessons

appropriate for pupils, providing suitable devices for the

lessons and assessing individual learning capabilities.

 55

4. Apparently, improving group living in the classroom

as principle of teaching was always applied by the teachers as

revealed by creating a healthy classroom climate, promoting

value-oriented learning environment and understanding pupils of

different types.

5. It appears that improving the classroom environment

as principle of teaching was always applied by the teachers as

represented by setting the classroom conclusive for learning,

establishing orderliness to classroom physical arrangement, and

helping pupils to always be cooperative.

6. There is no significant difference between the

responses of the school administrators and teachers along with

the time variables based on the computed t-value which is lesser

than the tabular value. This indicates that the responses of the

two groups of respondents are just the same.

The studies conducted by Gallegos, Sarcina, Catacutan,

Salibo, and Bravo provided information with similar bearing to

the present investigation as far concerned hence, they are

essential to supplement the discussion of the recent study

conducted.
 56

CHAPTER III

RESEARCH DESIGN AND PROCEDURE

This chapter gives the discussion on the research method

and the instrument used and its validation, gathering and the

sampling design, and the statistical treatment of data.

Method Used

This study utilized the descriptive survey method. This

method is preferred for this kind of study because this method is

more of fact-finding with adequate interpretation.

Sevilla (1992:94) stressed that descriptive research

involves collection of data in order to answer the questions

concerning the current status of the subject of the study. It

determines and qualifies the attitudes and opinions of the group

of persons that provide information needed for the research. The

main intention to use those method is to collect data for problem

solving rather than for hypothesis. This will determine the

usefulness of the research which includes the appropriate

procedure applied the accuracy of data collecting method and the

relevance of the information gathered for solution of pertinent

problems in the research.

Research Instrument

The instrument used in this study was the questionnaire-

checklist. This kind of research tool is a self-made of self-

 57

devised questionnaire-checklist which consists typically a series

of written questions classified according to the sub-problems

raised in this study. The questionnaire-checklist was constructed

through the use of several reference such as books, magazines,

periodicals and other materials that are relevant to the study.

Then the researcher made the draft, which consists of different

questions pertaining to the teaching strategies for effective

instruction in Secondary Schools of Diplahan, a friendly approach

in achieving high performance of students.

The Validation of the Instrument

After the questionnaire-checklist was constructed, this

passed to a thorough scrutiny by the adviser of the researcher.

Careful analysis was employed in making the final draft free from

major defect, duly align, making it sure that it suits to the

main and sub-problems raised. The final draft was then submitted

to the Panel Members of the Graduate School, Southern Mindanao

Colleges, Pagadian City where they have to find out and determine

the alignment and suitability of the instrument to the main and

sub-problems. All suggestions made by the members of the panel

were incorporated to the instrument. After the final draft was

made, this passed through the Dean of the Graduate School for its

final approval before this was stenciled and mimeographed for

dry run at Dumingag II District who are not directly included to

the real respondents. After the dry-run of the questionnaire-

 58

checklist, this was submitted to the adviser for further

verification if there are items or variables that need to be

enriched. After all the findings and enrichment, if there is any,

the final copy was then mimeographed for reproduction according

to the number of copies enough to cover the actual number of

respondents.

Gathering of Data

The researcher of this study, prior to the distribution

of the questionnaire-checklist sought permission from the

district supervisor by signing the permit to conduct a study and

the same was forwarded to the Schools Division Superintendent of

Zamboanga del Sur. After the approval of the Superintendent of

Schools, the approved request was hand in to the school

administrators and to the teachers as the respondents of this

investigation. After the permission was granted and secured, the

researcher asked the assistance of her co-teachers regarding the

facilitation and the administration of the questionnaire-

checklist. The researcher made sure that all the respondents

have duly filled-up the questionnaire-checklist leaving no blank

in the instrument and this was done during the district meeting

and retrieval of same was immediately done.

Sampling Design

Purposive sampling was used in this study which involved

all the 7 school administrators and the 123 teachers who have
 59

three years of teaching experience and above. The rationale behind

involving only those teachers with three years experienced

because they already have a thorough knowledge on the teaching

strategies for effective instruction in Secondary Schools of

Diplahan, a friendly approach in achieving high performance of

students.

As posted in the website http://purposivesampling.

net/purposive-sampling.html, a purposive sampling is basically a

part of a larger population. It is done for a much specified type

of need or purpose according to the requirement. In this type of

sampling method a particular group is targeted and the result is

derived out of that only.

In purposive sampling the group is selected beforehand

as it is much easier to understand a small group rather than a

whole population. In this type of sampling method the researcher

can reject those people who do not fit into the sampling group.

Statistical Treatment of Data

The data gathered from the respondents' responses were

presented through tables as basis for analysis, presentation, and

interpretation. The different statistical measures are as

follows:

1. The Weighted Mean. To determining the weighted mean,

the Total Weighted Points (TWP) was divided by the number of

respondents (N). The formula according to Ruiz (1988:167) is:

 60

_ TWP
X = ─────
N
Where:

_
X = Weighted Mean

TWP = Total Weighted Point

N = Number of Respondents

Scaling the degree of responses was also employed as it

is indicated in the following perception:

Numerical Scale Adjectival Equivalent

4 - (3.26-4.00) - Always Practiced (AP)

3 – (2.51-3.25) - Almost Always Practiced (AAP)

2 – (1.76-2.50) - Sometimes Practiced (SP)

1 – (1.00-1.75) - Not Practiced At All (NAA)

Ranking of the different responses of the respondents was

also indicated to determine the position of the responses for

every item.

2. t-test. In computing the significant difference

between the responses of the school administrators and teachers

along with the five variables, t-test was used based from the

formula of John Freund (1984:198-199):

_ _
X1 - X2
t = _____________________________ ____________
(N1–1) (SD1)² + (N2–1) (SD2)² 1 1
____________________________ ___ + ____
N1 + N2 - 2 N1 N2
 61

Where:

t = t-test
_
Xl, SDl, and Nl = refers to the average mean,
standard deviation and
number of variables for
school administrators
_
X2, SD2, and N2 = refers to the average mean,
standard deviation and
number of variables
for the teachers

Since t-test computation is characterized by the degrees

of freedom, it is computed on the following formula:

d.f. = Nl + N2 –2

Nl = refers to the number of variables

for the school administrators

N2 = refers to the number of variables

for the teachers.

2 = constant number.
 62

BIBLIOGRAPHY

A - BOOKS

Acero, Victoria P. Principles of Teaching l, (Quezon City: Rex

Printing Company, Inc., 2008).

Calderon, Jose F. Principles and Practice of Teaching,

(Quezon City, Great Books Trading, 2008),

Freund, John E. Modern Elementary Statistics, 6th

Edition,(Englewood, New Jersey: Prentice Hall, Inc., 1984).

Navarro, Rosita L. et al., Principles of Teaching and

Instructional Technology, (Quezon City, Katha
Publishing Co. Inc., 1988),

Rivera, Filomena and Sambrano, Guillerma E., Toward Effective

Teaching, (National Book Store, Inc, Quezon City, 1992), P.

Ruiz, Macario B. Evaluation and Measurement in Philippine School,

(Manila: RP Publishing Corporation, 1988).

Sevilla, Consuelo et. al., Research Methods, (Manila: Rex Book

Store, 856 Nicanor Reyes Street, 1977 Claro M. Recto Avenue,
Manila, Copyright Fifth Edition, 1992).

B – INTERNET SOURCES

http://purposivesampling. net/purposive-sampling.html,

http://www.ehow.com/way 5509547_seven-principles-effective-
teaching.html

http://tll.mit.edu/help/what-strategic-teaching

http://education.jhu.edu/PD/newhorizons/strategies

www.zamboanga.com/z/index:php?title=Diplaha,_Zamboanga_Sibugay,
_Philippines

https://www.edutopia.org/ blog/5-highly-effective-teaching-
practices-rebecca-alber
 63

http://www.ehow.com/way_5527365_effective-teaching-strategies.
html

http://www.ehow.com/way_5602274_effective-instructional-
strategies-teaching.html

http://www.ehow.com/info_12049345_multimodal-teaching-
strategies.html

http://www.ehow.com/list_7634819_effective-teaching-learning-
strategies.html

http://www.ehow.com/way_5809507_four-corners-teaching-
strategy.html

http://www.ehow.com/way_5557572_effective-teaching-strategies-
prose.html

http://files.eric.ed.gov/fulltext/ED497756.pdf.

http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?art
icle=1102&context=ejie

http://www.ascd.org/publications/ educational-
leadership/sept08/vol66/num01/Seven-Strategies-for-
Building-Positive-Classrooms.aspx

http://www.schoolclimate.org/guidelines/teachingandlearning.php

C - UNPUBLISHED MASTER'S THESES

Bravo, Merlina L., “Principles of Teaching Applied by Teachers

for Wholesome Learning of Pupils in Pagadian City East
District: Its Significant to Academic Development.”,
(Unpublished Master’s Thesis, Southern Mindanao Colleges,
Pagadian City, 2011).

Catacutan, Philma V., "Elements of Effective Teaching- Learning

Process Applied in Dinas District: Its Contribution to
Academic Development", (Unpublished Master's Thesis,
Southern Mindanao Colleges, Pagadian City, 2006),

Gallegos, Agustin D. “Skills in Teaching for Expository

Strategies Practiced in Pagadian City West District: A
Requisite to Learning Enhancement”, (Unpublished
Master’s Thesis, Southern Mindanao Colleges, Pagadian
 64

City, 2014), P.

Salibo, Horaida., “Teaching Skills for Essential Learning of

Students in Secondary Schools of Labangan: Its
Sustainability to Academic Development, (Unpublished
Master’s Thesis, Sothern Mindanao Colleges, Pagadian City,
2011). (pp. 49)

Sarcina, Alma C., "Teaching Strategies Applied by the

Teachers in the District of Lakewood: Its Relevance
to Teaching Improvement", (Unpublished Master's
Thesis Southern Mindanao Colleges, Pagadian City,
2004),
 65

SOUTHERN MINDANAO COLLEGES

Pagadian City

GRADUATE SCHOOL

QUESTIONNAIRE-CHECKLIST
(Respondents)

Dear Respondent,

The undersigned is currently conducting a research

entitled “TEACHING STRATEGIES FOR EFFECTIVE INSTRUCTION IN
SECONDARY SCHOOLS OF DIPLAHAN: A FRIENDLY APPROACH IN ACHIEVING
HIGH PERFORMANCE OF STUDENTS”, a requirement leading to the
degree, Master of Arts in Education, major in Educational
Management at Southern Mindanao Colleges, Pagadian City.

In this connection, please answer the questions to the best

of your ability without leaving any item/s unanswered as this is
important in the accomplishment of the study. Rest assured that
your responses shall be held confidential.
Thank you.

JUDY B. EGUAC
CHEMBIE M. LADERA
Researcher

-------------------------------------------------------------
Background Information:

Name_________________________________________________________
(Optional)

Length of Service___________________

Identify if you are a

School Administrator / / Teacher / /

Instruction:

Below are predetermined statements on cohesive work

environment towards effective teaching practiced in Kapatagan
District, an encouraging learning atmosphere. Please check the
appropriate space provided at the right column that corresponds
to your choice by using the given scale as follows:
 66

Numerical Scale Adjectival Equivalent

4-(3.26-4.00) - Always Practiced (AA)

3-(2.51-3.25) - Almost Always Practiced (AAA)
2-(1.76-2.50) - Sometimes Practiced (SA)
1-(1.00-1.75) - Not Practiced at All (NAA)

1. TEACHER CLARITY
4 3 2 1

1. Clarifying the purpose and learning goals

to be achieved. ___ ___ ___ ___

2. Providing explicit criteria for pupils. ___ ___ ___ ___

3. Showing examples for students to clearly

understand the teacher’s instructions. ___ ___ ___ ___

4. Aligning all the activities with the

objectives of the lesson. ___ ___ ___ ___

5. Identifying mastery level of the

pupils after the assessment. ___ ___ ___ ___

2. CLASSROOM DISCUSSION

1. Facilitating the class discussion using

varied teaching strategies. ___ ___ ___ ___

2. Monitoring the progress of the pupils

through formative tests. ___ ___ ___ ___

3. Designing strategies to actively engage

all the pupils. ___ ___ ___ ___

4. Utilizing technology to successfully

meet the learning competencies. ___ ___ ___ ___

5. Using computer-assisted instructional

materials. ___ ___ ___ ___

3. FEEDBACK

1. Allowing pupils to assess their own

Performance to receive feedback from peers. ___ ___ ___ ___
 67

4 3 2 1
2. Giving feedback on time to keep the
learning pace. ___ ___ ___ ___

3. Providing written and oral feedback to

see areas that need improvement. ___ ___ ___ ___

4. Listening to pupils’ feedback to adjust

according to their needs. ___ ___ ___ ___

5. Utilizing pupils’ feedback for self

development. ___ ___ ___ ___

4. FORMATIVE ASSESSMENTS

1. Conducting formative assessment to effectively

and accurately give feedback. ___ ___ ___ ___

2. Tracking pupils’ progress through formal

and informal assessments. ___ ___ ___ ___

3. Giving summative assessment to identify the

pupils’ mastery level. ___ ___ ___ ___

4. Using the summative assessment results to

plan for interventions. ___ ___ ___ ___

5. Giving enrichment activities to pupils who

did not meet the objectives. ___ ___ ___ ___

5. METACOGNITIVE STRATEGIES

1. Guiding pupils to plan and organize their

tasks to develop metacognition. ___ ___ ___ ___

2. Allowing pupils to monitor the progress

of their work. ___ ___ ___ ___

3. Teaching pupils to learn how to learn. ___ ___ ___ ___

4. Teaching pupils to think how they can

effectively think. ___ ___ ___ ___

5. Giving pupils time to reflect on their

learning. ___ ___ ___ ___
 68

CHEMBIE M. LADERA
Researcher